Introduction
This chapter reviews the purpose of the study, methods, and the summary of
findings. This chapter also includes a presentation of study conclusions, discussions,
implications, concluding remarks and recommendations for further research.
Purpose of the Study
This study investigated the level of classroom use of 21st century instructional
practices as perceived by principals in ACSI Christian schools in Kentucky, Ohio, and
West Virginia. It also assessed the perceived level of effectiveness of these instructional
strategies in facilitating student learning. This study investigated the differences in the
perceived level of classroom use and the perceived level of effectiveness based on
selected demographic/attribute variables. The following research questions were
addressed in the study.
RQ1: What is the level of classroom use, as perceived by principals, of selected
research-based 21st century instructional practices in ACSI Christian Schools in
Kentucky, Ohio and West Virginia?
RQ2: What are the differences, if any, based on selected demographic/ attribute
variables, in the level of classroom use as perceived by principals, of selected
research based 21st century instructional practices in ACSI Christian Schools in
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RQ3: What is the level of effectiveness in facilitating student learning, as perceivedd
by principals, of selected research based 21st century instructional practices in ACSI
Christian Schools in Kentucky, Ohio and West Virginia?
RQ4: What are the differences, if any, based on the selected demographic/ attribute
variables, in the level of effectiveness in facilitating student learning, as perceivedd
by principals, of selected research based 21st century instructional practices in ACSI
Christian Schools in Kentucky, Ohio and West Virginia?
Methods
This was a cross-sectional descriptive study that investigated the extent to which
ACSI Christian Schools in Kentucky, Ohio and West Virginia were perceived as using
21st century instructional practices. It also investigated the level of effectiveness of those
practices in facilitating student learning as perceived by the school principal, the
differences in the perceived level of classroom use and the perceived level of
effectiveness based on selected demographic/attribute variables. This study used a
researcher designed survey instrument to collect information from ACSI Christian school
principals.
The population for this study was ACSI principals from Kentucky, Ohio and West
Virginia. All other private school principals from other states and other organizations
were excluded from the study. According to the National Center for Educational
Statistics (2008) 1,732 private schools operate in Ohio, Kentucky and West Virginia.
Ohio reported a total of 1189 private schools during the 2007/2008 school year;
Kentucky reported a total of 404 private schools during the 2007/2008 school year and
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Data for this study were collected via a researcher designed survey instrument,
The 21st Century Instructional Practices Survey (Appendix B). This instrument was based on the available literature and the websites of the state educational agencies of
Kentucky, Ohio and West Virginia which are responsible for public education. The 21st
Century Instructional Practices Survey was validated for content and format by an expert panel consisting of college professors from each of the representative states.
Summary of Findings
Research questions one and two asked principals "what is the perceived level of
21st century instructional practices being used in ACSI Christian schools in Kentucky,
Ohio and West Virginia and what are the differences in use, if any, based on school size,
developmental level of the school, state, school accreditation status and the organization
from which the principal received certification?" Thirty such practices were listed on The
21st Century Instructional Practices Survey and respondents rated their perceived level of classroom use in their schools with the following descriptors: 1=Never, 2= Seldom, 3=
Sometimes, 4= Frequently, and 5 = Always. Data analysis using chi-square revealed that
use of all of the thirty 21st century instructional practices were statistically significant.
Findings for the planning of instruction
Responding principals perceived that when planning instruction, teachers in their
schools always or frequently used six of the 21st century instructional practices given on
the survey. The practices were1) a review of content, 2) focusing on individual student
needs, 3) considering content reinforcement, 4) taking into account student progress, 5)
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hands on learning. Findings from the Kruskal-Wallis test indicated that there were no
differences in the level of classroom use based on demographic/attribute variables.
Findings for the delivery of instruction
Responding principals perceived that when delivering instruction, teachers in their
schools always or frequently used six of the 21st century instructional practices. The
practices were 1) expecting students to use critical thinking skills, 2) engaging students in
problem solving skills, 3) coaching students to apply real life situations to their
knowledge base, 4) using questions to guide student through content, 5) modeling desired
behavior and social skills, and 6) emphasizing student understanding. Findings from the
Kruskal-Wallis test indicated that the demographic/attribute variables made no difference
in the level of classroom use.
Findings for the assessment of instruction
Principals also perceived that when assessing student learning teachers in their
schools uses three of the 21st century instructional practices always or frequently. The
practices were 1) teacher designed exams and quizzes, 2) classroom discussions and 3)
grade level tests. The Kruskal-Wallis findings for this study indicated that that the
demographic/attribute variables made no difference in the level of classroom use.
Findings for the level of effectiveness
Research questions three and four asked principals "what is the perceived level of
effectiveness in facilitating student learning in ACSI Christian schools in Kentucky, Ohio
and West Virginia and what are the differences, if any, based on school size,
developmental level of the school, state, school accreditation status and the organization
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21st Century Instructional Practices Survey and respondents rated their perceived level of effectiveness in facilitating student learning in their schools with the following
descriptors: 1=Not Effective, 2= Minimally Effective, 3= Effective, 4= Moderately
Effective, and 5 = Highly Effective.
Data analysis using chi-square revealed that statistical significance was found in
29 of the thirty 21st instructional practices and therefore ACSI principals perceived them
as being effective in facilitating student learning in ACSI Christian schools in Kentucky,
Ohio and West Virginia. Only one statement revealed results that were not statistically
significant; the level of effectiveness in facilitating student learning that included a
review of content.
Responding principals perceived that when rating the level of effectiveness in
facilitating student learning they found 13 of 30 of the 21st century instructional practices
as highly effective or moderately effective. The practices were 1) a review of content, 2)
focusing on individual student needs, 3) content reinforcement, 4) meeting school
instructional goals, 5) engaging student in hands on learning, 6) expecting student to use
critical thinking skills, 7) engaging student in problem solving tasks, 8) coaching student
to apply real life situations to their knowledge base, 9) facilitating student investigation
about problem solving, 10) using questions to guide student through content, 11)
modeling desired behaviors and social skills, 12) facilitating classroom learning by
emphasizing student understanding, and 13) using teacher designed exams and quizzes to
assess student learning. The Kruskal-Wallis analysis for this study indicated that the
demographic/attribute variables made no difference in the effectiveness of facilitating
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Conclusions
The analysis of the data collected for this study provided sufficient evidence to
support the following conclusions.
Research Question One: What is the level of classroom use, as perceived by principals of selected research-based 21st century instructional practices in ACSI Christian schools in Kentucky, Ohio and West Virginia?
The level of classroom use for 21st century instructional practices in ACSI schools
in Kentucky, Ohio and West Virginia, as perceived by principals, is considered moderate
as 15 of 30 instructional practices were described as frequently or always used by more
than 70% of the principals. Six of 10 instructional practices categorized as planning
practices were perceived by 70% of ACSI principals to be used by teachers in their
schools either frequently or always. Six of 10 instructional practices categorized as
delivery practices and three of 10 instructional practices categorized as assessment
practices were perceived by 70% of ACSI principals to be used by teachers in their
schools either frequently or always.
Research Question Two: What are the differences, if any based on selected demographic/attribute variables in the level of classroom use as perceived by principals, of selected research based 21st century instructional practices in ACSI Christian schools in Kentucky, Ohio and West Virginia?
No statistically significant differences were found in levels of classroom use of
21st century instructional practices as perceived by principals based on school size,
developmental level, state, or school accreditation status. However, statistical
significance differences were found in schools with principals that had both ACSI and
state certification when arranging opportunities for technology integration when planning
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Research Question Three: What is the level of effectiveness in facilitating student learning as perceived by principals, of selected research based 21st century
instructional practices in ACSI Christian Schools in Kentucky, Ohio and West Virginia?
The level of effectiveness in facilitating student learning for 21st century
instructional practices in ACSI schools in Kentucky, Ohio and West Virginia, as
perceived by principals, is considered moderate as 13 of 30 instructional practices were
described as moderately effective or highly effective used by more than 70% of the
principals. Five of 10 instructional practices categorized in the planning domain were
perceived by 70% of ACSI principals to be effective in facilitating student learning in
their schools either moderately effective or highly effective. Seven of 10 instructional
practices categorized in the delivery domain and one of 10 instructional practices
categorized in the assessment domain were perceived by 70% of ACSI principals to be
effective in facilitating student learning in their schools either moderately effective or
highly effective.
Research Question Four: What are the differences, if any, based on the selected demographic/attribute variables, in the level of effectiveness in facilitating student learning, as perceived by principals, of selected research based 21st century
instructional practices in ACSI Christian Schools in Kentucky, Ohio and West Virginia?
No statistically significant differences were found in levels of effectiveness in
facilitating student learning as perceived by principals, based on school size,
developmental level, state, school accreditation status, or agency of principal's
certification.
Discussion and Implications
Five of the 21st century instructional practices were statistically significant
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students to apply real life situations to their current knowledge base, emphasizing student
understanding, using grade level tests and teacher designed rubrics. Although not
significant, schools of less than 100 students received the highest mean rank in 15 of 30
categories. Statistical significance was also found in the level of effectiveness in
facilitating student learning in one category; considering content reinforcement.
Although not statistically significant, schools with 101-250 students received the highest
mean rank in 22 of 30 categories. One explanation for these findings may be that
principals of smaller schools are more aware of what is happening in each classroom and
that when there are fewer students in the school adults have more time for interaction
with each student. According to Architects of Achieve (2011), students achieve at higher
levels when they are known well by adults at school. Sommers (1997) agrees and
believes that smaller schools offer students an environment where intimacy and the
chance to participate in academic and non-academic pursuits enhances the level of
effectiveness in facilitating student learning. This in turn allows higher achievement
scores, less classroom disruptions and greater feelings of safety.
In regard to national standardized testing, statistical significance was found in the
level of classroom use in one of the 21st century instructional practices for the
developmental level of schools (elementary/middle). Although not statistically
significant, schools with all developmental levels (elementary, middle and secondary)
received the highest mean rank in 15 of 30 categories. Statistical significance was also
found in the level of effectiveness in facilitating student learning in three categories;
using state or national assessment results, allowing learners to make decisions and
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significant, schools with developmental levels of elementary only received the highest
mean ranks in 13 of 30 categories. One explanation for these findings may be that ACSI
principals use state and national standardized tests because the standardized student
assessment compares their students to public school students and to other ACSI schools
nationally. Standards based assessment is often the means that State Departments of
Education use to evaluate private schools. These tests are also state requirements for
operating a non-public school.
Statistical significance was found in the level of classroom use of one of the 21st
century instructional practices in Kentucky ACSI schools. Although not statistically
significant, responding ACSI schools in Kentucky received the highest mean rank in 19
of 30 categories. Statistical significance was also reached in the level of effectiveness in
facilitating student learning in one category; using standardized achievement tests to
assess student learning. Although not statistically significant, responding ACSI schools
in Kentucky received the highest mean rank in 17 of 30 categories. One explanation for
these findings may be the reform initiative that was implemented in Kentucky in recent
years. Kentucky shifted from its traditional regulatory style to a partnership mentality;
thus creating school councils, regional centers and leadership academies. Kentucky
developed the (KERA) Kentucky Educational Reform Act, (KIRIS) Kentucky
Instructional Results Information System, and (CATS) Commonwealth Accountability
Testing program to improve student achievement statewide (Keedy & McDonald, 2007).
This school revitalization plan includes 21st century instructional goals and benchmarks
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classroom application and principal associations and may be used by anyone in public or
private schools (Kentucky Department of Education, 2011b).
Although not statistically significant, ACSI accreditation received the highest
mean rank in 14 of 30 categories. Statistical significance was not reached between the
21st century instructional practices perceived level of classroom use and the schools
accreditation status. Statistical significance was found however, in the level of
effectiveness in facilitating student learning and the schools accreditation status in three
categories; arranging opportunities for technology integration, planning lessons where
they model the use of technology and incorporating technology to assess student learning.
Although not statistically significant, schools with both ACSI and State accreditation
status received the highest mean rank in 19 of 30 categories. One explanation for these
findings may be that schools that have gone through the rigors of the accreditation
process understand the benefits of identifying areas that need improvement and
developing plans for needed changes. Accreditation is not an evaluation but a process
whereby the school after self-study, reflectively writes an improvement plan, setting long
and short term goals and then works toward achieving these goals (ACSI Accreditation
Manual, 2011).
Five of the 21st century instructional practices had statistical significance for the
agency of principal's certification; arranging opportunities for technology integration,
using cooperative learning groups, using technology, using national standardized testing
and using teacher designed rubrics to assess student learning. Although not statistically
significant, principals with an ACSI certification received the highest mean ranks in 11 of
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facilitating student learning and the agency of the principal's certification. Although not
statistically significant, principals with state certifications received the highest mean rank
in 10 of 30 categories. Nationally the trend for principal certification includes the
completion of a leadership program (with specific courses), a master's degree, a passing
score on a national examination, and meeting "highly qualified" standards that have been
set forth by the NCLB legislation (Roberts, 2009). One explanation for these findings
may be that principals with ACSI certification must meet the above mentioned
requirements for a principal's certification and thereby understand the benefits of
technology integration and importance of the 21st century instructional practices (ACSI,
2011).
Concluding Remarks
This investigation was an attempt to design and validate an instructional practice
survey for Christian schools. The survey instrument was designed to assess if study
participants were using of 21st century instructional practices, to see if they found the
practices to be effective in facilitating student learning and to explore the differences
associated with selected demographic/attribute variables.
Historically, Christian schools were the foundation of many modern day
educational institutions in America. Christian schools grew in numbers to the place
where they could be categorized into three distinct and separate Christian school
movements (Kienel, 2005). Reading, writing and arithmetic through educational
teaching methods and rote memorization were at one time sufficient to build and sustain a
good standard of education for Christian school learners. However, to assure Christian
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job market, Christian schools must offer 21st century learning that is effective. Having
schools where teachers plan instruction, deliver instruction and assess student learning
with 21st century quality is essential to the education of the next generation. Teaching
learners to use technology, think critically and solve complex problems is vital to
embracing the future and discovering ways to improve our communities.
In conclusion, the findings from this study indicate that ACSI Christian schools in
Kentucky, Ohio and West Virginia are perceived by ACSI principals to be using 21st
century instructional practices in their schools. These practices are moderately effective
in facilitating student learning. ACSI Christian schools recognize their responsibility to
prepare students with the knowledge, skills and abilities necessary to meet the challenges
of an ever-changing global community.
Recommendations for Further Research
This study investigated and provided insight for ASCI Christian Schools in
Kentucky, Ohio and West Virginia. Other questions raised by this study may be
answered by further research. These are summarized as follows:
1. This study focused solely on ACSI Christian Schools. Additional study could provide
insight into other private school organizations, such as Catholic Schools, American
Association of Christian Schools, and Montessori Schools etc.
2. This study focused solely on ACSI Christian Schools in Kentucky, Ohio and West
Virginia. Additional study could provide insight into other states or regions.
3. Findings from this study indicated that the principals have perceived information on
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practices could be ranked by classroom teachers. The two studies could then be
compared to each other for validity.
4. The 21st Century Instructional Practices Survey Instrument was developed for this
study in an attempt to investigate the classroom use of 21st century skills in Christian
Schools. Study findings indicate that the model successfully described these skills;
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Achieve Inc. (2008). American Diploma Project. Retrieved from
http://www.achieve.org/ADPNetwork.
Achieve Inc. (2006). Creating a world class education system for Ohio. Retrieved from